Everything Georgia expects Kindergarten students to learn in English Language Arts, on one page. These are the official Georgia Standards of Excellence: the same goals teachers plan from.
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Language Arts/Grade Kindergarten
Students build a foundation for achieving dynamic literacy practices to aid reading comprehension.
Students develop the ability to identify and produce the sound structures of spoken language and how they can be divided into smaller components and manipulated.
Georgia HomeroomK.F.PA.1Rhyme in Spoken LanguageIdentify and produce rhyme in spoken language and oral texts.
K.F.PA.1.aIdentify and pair words that rhyme in spoken language, distinguishing them from those that do not.
K.F.PA.1.bOrally produce words that rhyme.
K.F.PA.2Words and Sentences AwarenessRecognize the basic relationships that exist between words and sentences.
K.F.PA.2.aKnow words are put together to make sentences, and sentences communicate complete thoughts.
K.F.PA.2.bSegment phrases and sentences into words.
K.F.PA.2.cKnow that sounds are put together to make words and that words have distinct meanings.
K.F.PA.3Compound Word ManipulationIdentify and manipulate separate words in compound words.
K.F.PA.3.aBlend and segment separate words in spoken compound words.
K.F.PA.3.bAdd, delete, and substitute single words in spoken compound words.
K.F.PA.4Syllable Identification and ManipulationIdentify and manipulate syllables in spoken words.
K.F.PA.4.aKnow that syllables are word parts with one vowel sound.
K.F.PA.4.bCount and pronounce syllables in single and multisyllabic spoken words.
K.F.PA.4.cBlend and segment syllables in spoken words.
K.F.PA.4.dDelete syllables in spoken words.
K.F.PA.5Onset and Rime AwarenessBlend and segment onsets and rimes in spoken words.
K.F.PA.5.aBlend onsets and rimes of spoken one-syllable words.
K.F.PA.5.bSegment onsets and rimes of spoken one-syllable words.
K.F.PA.6Phonemic Awareness OverviewIdentify and manipulate the individual sounds in spoken words.
K.F.PA.6.aIsolate and pronounce initial, final, and then medial sounds in spoken words with three phonemes.
K.F.PA.6.bIdentify short and long vowel sounds in spoken one-syllable words.
K.F.PA.6.cBlend, count, and segment up to three phonemes in spoken one-syllable words.
K.F.PA.6.dAdd, delete, and substitute phonemes in spoken one-syllable words with up to three phonemes.
Students develop the awareness that written language carries meaning and that certain features of print ensure that texts are understood.
K.F.CP.1Text Communicates MessagesUnderstand that texts communicate messages.
K.F.CP.1.aRecognize that texts and images represent objects and ideas, have meaning, and convey messages.
K.F.CP.1.bRecognize and interpret print messages in the environment, such as labels and signs.
K.F.CP.1.cDistinguish between letters, words, digits, and graphics.
K.F.CP.2Book Layout and NavigationUnderstand the conventional layout of books and how to maneuver them.
K.F.CP.2.aHold books upright and begin reading at the front.
K.F.CP.2.bFollow text from top to bottom, left to right, and turn pages from right to left.
K.F.CP.2.cIdentify the front and back covers of books and their basic elements: titles, author names, illustrator names, and graphics.
K.F.CP.3Print Conventions KnowledgeBuild a knowledge base of print conventions.
K.F.CP.3.aRecognize that written words are made up of individual letters.
K.F.CP.3.bRecognize that words are separated by spaces.
K.F.CP.3.cUnderstand that sentences begin with capital letters and end with punctuation to indicate the end of a sentence.
K.F.CP.4Alphabet KnowledgeDemonstrate knowledge of the alphabet.
K.F.CP.4.aRecite the letters of the alphabet in order.
K.F.CP.4.bName and identify each uppercase and lowercase letter in random order.
Students learn the relationships between the sounds of spoken language and the letters of written language as they decode and encode words in context and in isolation.
K.F.P.1Phoneme-Grapheme CorrespondencesIdentify and produce phoneme-grapheme correspondences.
K.F.P.1.aIdentify and produce basic one-to-one phoneme-grapheme correspondences for the most frequently used sound for each consonant.
K.F.P.1.bIdentify and produce both long and short vowel sounds for A, E, I, O, U.
K.F.P.2Grade-Level Phonics DecodingUse grade-level phonics skills to decode words in context and in isolation.
K.F.P.2.aBlend letter sounds to decode simple one-syllable words, including regularly spelled high-frequency words (VC, CV, CVC).
K.F.P.2.bIdentify and decode parts of irregularly spelled high-frequency words.
K.F.P.2.cThis progression begins in 1st grade.
K.F.P.2.dThis progression begins in 1st grade.
K.F.P.2.eIdentify and distinguish between words that are spelled similarly by identifying the sounds of the letters that differ.
K.F.P.3Grade-Level Phonics EncodingUse grade-level phonics skills to encode words in context and in isolation.
K.F.P.3.aUse knowledge of letter/sound correspondences to connect letters (graphemes) to sounds (phonemes) to encode simple one-syllable words, including high-frequency words (VC, CV, CVC).
K.F.P.3.bIdentify and encode irregularly spelled high- frequency words.
K.F.P.3.cThis progression begins in 1st grade.
K.F.P.3.dThis progression begins in 1st grade.
K.F.P.4Progression Not Yet StartedThis progression begins in 3rd grade.
Students read text aloud or silently with speed, accuracy, and expression.
K.F.F.1Oral Reading FluencyDemonstrate oral and silent reading fluency while reading texts for understanding, self-correcting as necessary to ensure accuracy and aid comprehension.
K.F.F.1.aDevelop sight word vocabulary using decoding skills by reading regularly and irregularly spelled high-frequency words in isolation and context with increasing automaticity, including first and last names of students and others.
K.F.F.1.bRead familiar texts chorally with appropriate volume and rate.
K.F.F.1.cRead grade-level texts with purpose and understanding.
K.F.F.1.dThis progression begins in 1st grade.
Students develop print handwriting skills.
K.F.H.1Print Letter FormationUse fine motor skills to form legible letters and words in print.
K.F.H.1.aForm all uppercase and lowercase letters.
K.F.H.1.bForm words, including first and last names.
K.F.H.1.cUse appropriate spacing between letters, words, and sentences.
K.F.H.2Handwriting Transcription FluencyUse working memory skills to transcribe oral language to written text and maintain meaning while writing letters, words, and sentences quickly and accurately.
K.F.H.2.aPractice basic transcription skills.
K.F.H.2.bBegin building handwriting fluency by forming accurate letters, including those in first and last names.
K.F.H.3Cursive Reading PlaceholderThis progression begins in 3rd grade.
K.F.H.4Cursive Writing PlaceholderThis progression begins in 3rd grade.
Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains.
Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition.
K.P.EICC.1Reader and Writer IdentityBuild an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts.
K.P.EICC.1.aGenerate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)
K.P.EICC.1.bDiscuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)
K.P.EICC.1.cSelect, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)
K.P.EICC.1.dBuild a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)
K.P.EICC.1.eParticipate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)
K.P.EICC.1.fDevelop independence and autonomy as a reader and writer. (I/C)
K.P.EICC.2Purposeful Text EngagementEngage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts.
K.P.EICC.2.aShare real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)
K.P.EICC.2.bMake use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)
K.P.EICC.2.cExplain and learn concepts and processes by interpreting and constructing texts. (I/C)
K.P.EICC.2.dInterpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)
K.P.EICC.2.eConsume and produce texts in order to solve problems or influence decisions. (I/C)
K.P.EICC.3Comprehension Strategy UseEngage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension* before, during, and after reading as part of the meaning-making process.
K.P.EICC.3.aEstablish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)
K.P.EICC.3.bScan and skim the text, making note of structures and sections that might be most useful. (I)
K.P.EICC.3.cDraw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)
K.P.EICC.3.dSummarize and visualize sections of the text to maintain understanding. (I)
K.P.EICC.3.eMake and track predictions about the events and information likely to come next. (I)
K.P.EICC.3.fMake, track, and support inferences about different levels of meaning within the text. (I)
K.P.EICC.3.gDetermine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)
K.P.EICC.4Writing Process OverviewCompose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts.
K.P.EICC.4.aEstablish a purpose and goals for writing and identify a target audience. (C)
K.P.EICC.4.bPlan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)
K.P.EICC.4.cGenerate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)
K.P.EICC.4.dLink ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)
K.P.EICC.4.eConstruct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)
K.P.EICC.4.fEvaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)
K.P.EICC.4.gMake changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)
K.P.EICC.4.hEdit the text, ensuring it adheres to the conventions of written language. (C)
Students develop and apply a multilayered understanding of context, author, audience, and purpose to ground and propel the interpretation and construction of texts.
K.P.ST.1Context in TextsDevelop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts.
K.P.ST.1.aUse prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)
K.P.ST.1.bConsider how context impacts the purposes of the author and the audience. (I/C)
K.P.ST.1.cExplore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)
K.P.ST.2Author Audience and PurposeInterpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose.
K.P.ST.2.aDevelop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)
K.P.ST.2.bDraw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)
K.P.ST.2.cDraw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)
Students apply knowledge of author’s craft to enhance the interpretation and construction of texts.
K.P.AC.1Reading Like a WriterInterpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text.
K.P.AC.1.aIdentify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)
K.P.AC.1.bIdentify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)
K.P.AC.1.cExplain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)
K.P.AC.1.dDescribe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)
K.P.AC.2Writing Like a ReaderConstruct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose.
K.P.AC.2.aIntegrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)
K.P.AC.2.bCraft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)
K.P.AC.2.cMake decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)
K.P.AC.2.dOrganize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)
K.P.AC.3Text Design ImpactConsider the impact of text design on audience and purpose when consuming and producing texts across modes and genres.
K.P.AC.3.aExplore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)
K.P.AC.3.bApply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)
K.P.AC.3.cApply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)
K.P.AC.3.dConsume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)
Students build and share knowledge as they engage with others in a range of settings and for a variety of purposes.
K.P.CP.1Collaborative Goal AchievementCollaborate with others to accomplish shared goals and projects.
K.P.CP.1.aArrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)
K.P.CP.1.bCollaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)
K.P.CP.1.cContribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)
K.P.CP.1.dWork with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)
K.P.CP.2Audience-Focused PresentationUse presentation skills to tailor communication to target audiences for specific purposes.
K.P.CP.2.aCommunicate clearly to present ideas, information, and texts. (I/C)
K.P.CP.2.bIntegrate modes and genres most appropriate to purpose and audience. (I/C)
K.P.CP.2.cVary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)
K.P.CP.2.dEngage in dialogue with audiences by asking and answering questions. (I/C)
K.P.CP.2.eBuild background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)
Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determine word meanings as they relate to reading and writing.
Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts.
K.L.GC.1Grammar and Mechanics ConventionsLearn and apply conventions of Standard English grammar, usage, and mechanics to aid the comprehension of texts and to communicate clearly in written and spoken language.
K.L.GC.1.1Use nouns and verbs to share complete thoughts when speaking. (Introduce, Master)
K.L.GC.1.2Form and use singular and plural nouns when speaking. (Introduce, Master)
K.L.GC.1.3Use interrogatives to ask questions when speaking. (Introduce, Master)
K.L.GC.1.4Capitalize the first word of a sentence and the pronoun I. (Introduce, Master)
K.L.GC.1.5Form regular plural nouns by adding -s or -es. (Introduce)
K.L.GC.1.6Form and use verbs by adding -ing, -ed, or -s. (Introduce)
K.L.GC.1.7Use action verbs. (Introduce)
K.L.GC.1.8Use adjectives and adverbs. (Introduce)
K.L.GC.1.9Use common and proper nouns. (Introduce)
K.L.GC.1.10Form and use the simple verb tenses. (Introduce)
K.L.GC.1.11Use determiners (articles, possessive determiners, demonstrative adjectives). (Introduce)
K.L.GC.1.12Capitalize proper nouns. (Introduce)
K.L.GC.1.13Use periods, exclamation marks, and question marks at the end of sentences. (Introduce)
K.L.GC.2Complete Sentence StructureRecognize and compose coherent sentences that express complete thoughts.
K.L.GC.2.aRecognize that conventional sentences always include a subject and a predicate. (I)
K.L.GC.2.bWith adult support, use simple sentences to express complete thoughts in written texts. (C)
K.L.GC.2.cWith adult support, use singular and plural subjects with matching verbs. (C)
K.L.GC.2.dThis progression begins in 1st grade.
K.L.GC.2.eThis progression begins in 9th grade.
Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases.
K.L.V.1Vocabulary Acquisition and UseAcquire and use general, academic, and specialized vocabulary words and phrases in a variety of settings.
K.L.V.1.aAcquire general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I)
K.L.V.1.bUse grade-level general, academic, and specialized vocabulary words and phrases to communicate in a variety of settings. (C)
K.L.V.2Word Analysis SkillsAcquire and apply word analysis skills to deconstruct and construct words to make meaning.
K.L.V.2.aThis progression begins in 1st grade.
K.L.V.2.bThis progression begins in 3rd grade.
K.L.V.2.cThis progression begins in 1st grade.
K.L.V.2.dThis progression begins in 6th grade.
K.L.V.3Word Meaning and PurposeMake connections between words and phrases and use reference materials to determine or clarify word meanings in a variety of settings and for a variety of purposes.
K.L.V.3.aWith adult support, determine or clarify the meaning of unknown and multiple-meaning words and phrases. (I)
K.L.V.3.bIdentify and sort common words into basic categories based on similarities and differences. (I)
K.L.V.3.cThis progression begins in 1st grade.
K.L.V.3.dThis progression begins in 1st grade.
K.L.V.3.eUse knowledge of word relationships and learned vocabulary words and phrases when making word choices in speaking and writing. (C)
Students grow in their learning as they purposefully engage with texts.
Students explore the relationships and roles of authors, purposes, and audiences of texts.
K.T.C.1Text Purpose and AudienceExplain how authors of texts use language for a specific purpose and a target audience.
K.T.C.1.aIdentify the general purpose (e.g., to tell stories, to provide information, to share opinions) and target audience in a variety of texts. (I)
K.T.C.1.bWith adult support, identify different modes of communication: print, digital, auditory, and visual. (I)
K.T.C.1.cWith adult support, create texts in various modes (e.g., print, digital, auditory, and/or visual). (C)
K.T.C.2Authors and SpeakersInvestigate the relationships between authors and speakers in texts.
K.T.C.2.aIdentify the authors and illustrators of picture books and explain their roles. (I)
K.T.C.2.bThis progression begins in 6th grade.
K.T.C.2.cThis progression begins in 3rd grade.
K.T.C.2.dThis progression begins in 6th grade.
Students build and apply knowledge about language and organizational structures and elements used to convey and arrange ideas and information in texts.
K.T.SS.1Text Organizational StructuresIdentify and use organizational structures to craft meaning.
K.T.SS.1.aIdentify and use text features, including titles, headings, photos, and illustrations, to determine if a text is fiction or nonfiction. (I)
K.T.SS.1.bWith adult support, use text features, including titles, illustrations, and/or labels, to add clarity/coherence to texts. (C)
K.T.SS.1.cWith adult support, retell events and actions in sequence. (C)
K.T.SS.1.dThis progression begins in 3rd grade.
K.T.SS.2Descriptive & Engaging LanguageIdentify and use descriptive and engaging language.
K.T.SS.2.aIdentify interesting and/or descriptive words that express feelings or appeal to the senses in texts. (I)
K.T.SS.2.bWith adult support, use interesting and/or descriptive words to craft engaging texts. (C)
K.T.SS.2.cThis progression begins in 6th grade.
Students identify and use narrative, expository, opinion, and poetic techniques as they interpret and construct a variety of texts.
K.T.T.1Narrative Techniques OverviewIdentify and use narrative techniques to shape understanding.
K.T.T.1.aIdentify techniques used to craft stories, including characters, setting, and major events. (I)
K.T.T.1.bThis progression begins in 1st grade.
K.T.T.1.cWith adult support, demonstrate an understanding of the central message, lesson, or moral of the story based on the words and actions of the main characters. (I)
K.T.T.1.dWith adult support, compare and contrast characters and their experiences in stories across diverse cultures. (I)
K.T.T.1.eUse a combination of drawing, labeling, writing, and dictating* to create a text with narrative techniques (e.g., characters, setting, events) told in the order in which they occurred. (C)
K.T.T.2Expository Techniques OverviewIdentify and use expository techniques to shape understanding.
K.T.T.2.aIdentify techniques used to craft expository texts, including main topic. (I)
K.T.T.2.bWith adult support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (I)
K.T.T.2.cThis progression begins in 3rd grade.
K.T.T.2.dUse a combination of drawing, labeling, writing, and dictating* to create a text with expository techniques that includes a topic and information about the topic. (C)
K.T.T.3Opinion Techniques OverviewIdentify and use opinion techniques to shape understanding.
K.T.T.3.aExplain the difference between opinions and facts about a topic. (I)
K.T.T.3.bThis progression begins in 9th grade.
K.T.T.3.cUse a combination of drawing, labeling, writing, and dictating* to express an opinion about a topic. (C)
K.T.T.3.dThis progression begins in 9th grade.
K.T.T.4Poetic Techniques OverviewIdentify and use poetic techniques to shape understanding.
K.T.T.4.aIdentify poetic techniques used to craft poetic texts, including rhyme. (I)
K.T.T.4.bWith adult support, use poetic techniques to create poems that may or may not rhyme. (C)
Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics.
K.T.RA.1Research & Inquiry OverviewBuild knowledge about the world by asking or generating questions about topics of interest, researching the answers, using multiple sources, and communicating relevant and accurate information about the topic.
K.T.RA.1.aWith adult support, ask questions about topics of interest for research. (I)
K.T.RA.1.bWith adult support, collaborate to conduct research on a shared topic of interest by gathering and organizing information from provided sources (including print, digital, and personal communication) using graphic organizers or other support aids. (I)
K.T.RA.1.cWith adult support, share relevant and accurate information through a variety of different modes. (C)
K.T.RA.2Curating Sources & EvidenceReference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics.
K.T.RA.2.aWith adult support, refer to parts of texts when supporting an idea, answer, or opinion. (I)
K.T.RA.2.bWith adult support, explore various sources of information, including print, digital, and personal communication. (I)
K.T.RA.2.cThis progression begins in 5th grade.